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Graduate Curriculum Committee Minutes
April 7, 2015
3:30 p.m., 325 Graff Main Hall
Members present: Chen, Eide, Harmon, Hepler, Hunt, Kastantin, Sieck, Wilkie
Members absent: Angell, Comee
Members excused:
Consultants present: Abhold, Bakkum, Keller, Knudson, Rahn, Simpson, Skobic
Guests: Jo Arney, Peggy Denton, Adrienne Loh, Jim Carlson, Courtney Pearson
NOTE: Proposals with links are approved through the new Curriculum Inventory Management system
(CIM). All faculty and staff have access to CIM through the Records and Registration page,
www.uwlax.edu/records/curriculum-resources. Login using UWL username and password.
Firefox/Mozilla is the preferred browser for CIM. Using another browser may force you to login to CIM
multiple times.
Proposals without links are approved through paper format. After this semester, GCC will no longer
accept LX forms. All curriculum change will be done through CIM.
I.
Approval of March 3, 2015, minutes.
M/S/P to approve minutes.
II.
First Readings:
A. Political Science and Public Administration
1. POL 543 – course deletion; title “Introduction to International Political Risk;” 3
credits; effective Summer 2015.
2. POL 595 – course deletion; title “Seminar;” 1-3 credits; effective Summer 2015.
3. POL 596 – course deletion; title “Honors Seminar;” 2-3 credits; effective Summer
2015.
M/S/P to approve on first reading.
B. Business Administration
1. BUS 700 – course revision; component and repeatable for credit change;
effective Spring 2015.
M/S/P to approve on first reading.
C. Occupational Therapy (ON PAPER)
1. Occupational Therapy Master of Science – program revision; required course
changes; effective Summer 2015.
2. OT 620 – course deletion; effective Summer 2015.
3. OT 640 – course revision; title change; course description change; prerequisite
change; effective Summer 2015.
4. OT 641 – course revision; adding component change; effective Summer 2015.
5. OT 670 – course revision; revised course objectives; prerequisite change;
effective Summer 2015..
6. OT 671 – course revision; revising course objectives and outline; prerequisite
change; effective Summer 2015.
7. OT 700 – new course; title “Physical Agent Modalities;” 1 credit; lab course;
effective Summer 2015.
8. OT 740 – course revision; course description change; prerequisite change;
credit/component increase from 2 to 3; effective Summer 2015.
9. OT 760 – course revision; course description change; prerequisite change;
component change; effective Summer 2015.
10. OT 791 – course revision; course description change; prerequisite change;
component change; how/when offered change; effective Summer 2015.
M/S/P to approve on first reading.
D. Educational Studies – Reading Program (See Attachment A)
1. Master of Science in Education in Reading, Reading Teacher Certification – reactivating suspended program and program restructuring; effective Fall 2015.
2. Master of Science in Education in Reading, Reading Teacher and Reading
Specialist Certification – re-activating suspended program and program
restructuring; effective Fall 2015.
3. Master of Science in Education in Reading, non-certification – re-activating
suspended program and program restructuring; effective Fall 2015.
4. Reading Teacher Certification Program – re-activating suspended program and
program restructuring; effective Fall 2015.
5. New Courses:
a. EDS 600 – new course; title “Research in Education;” 3 credits; effective
Spring 2015.
b. RDG 601 – new course; title “Literacy and Language Development for
Diverse Learners;” 3 credits; effective Fall 2015.
c. RDG 702 – new course; title “Critical Issues in Reading Difficulties;” 3
credits; effective Fall 2015.
d. RDG 703 – new course; title “Advanced Literacy Assessment and
Instruction;” 3 credits; effective Fall 2015.
e. RDG 708 – new course; title “Guiding and Directing a School-Wide
Reading/Literacy Program;” 3 credits; effective Fall 2015.
f. RDG 709 – new course; title “Administrative Portfolio for Reading
Specialist Licensure;” 1 credit; independent study; effective Fall 2015.
6. Course revisions:
a. RDG 602 – course revision; course number change (was RDG 528); title
change; course description and prerequisite change; effective Summer
2015.
b. RDG 603 – course revision; course number change (was RDG 730); title
change; course description and prerequisite change; effective Summer
2015.
c. RDG 701 – course revision; course number change (was RDG 762); title
change; course description and prerequisite change; effective Summer
2015.
d. RDG 704 – course revision; course number change (was RDG 747); title
change; course description and prerequisite change; credit change from 3
to 1-3 credits; repeatable for credit; effective Summer 2015.
e. RDG 705 – course revision; course number and prefix change (was EDM
773); title change; course description and prerequisite change; effective
Summer 2015.
f. RDG 706 – course revision; course number change (was RDG 675);
course description and prerequisite change; effective Summer 2015.
g. RDG 707 – course revision; course number change (was RDG 799);
course description and prerequisite change; grading pattern change;
effective Summer 2015.
M/S/P to approve on first reading with the understanding that course numbers will be updated to meet
the university policy of at least 15 credits at 700 level for graduate programs. RDG 799 will not change
numbers and will remain RDG 799.
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III.
Consent Item: None
IV.
Information Item: None
V.
Old Business:
A. Umbrella courses versus Topic courses – Records and Registration requests clarification
on the definitions for these types of courses. Chair Kenny Hunt drafted a document for
GCC consideration. See attachment B.
M/S/P to approve document.
VI.
New Business: None
VII.
Future Business: None
Meeting adjourned:
4:41 pm
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ATTACHMENT A
Graduate Reading Program Proposal
Department of Educational Studies
Overview: This proposal seeks to outline our plan to revise, update, and reinstate the Graduate Reading
Program at UW-­­La Crosse. This multifaceted, online program is designed to meet the needs of educators who
are interested in (a) ongoing professional development in reading education, (b) certification in the State of
Wisconsin as a Reading Teacher (1316 license); and/or (c) certification in the State of Wisconsin as a Reading
Specialist (administrative) (5017 license).
The Graduate Reading Program options are detailed in Appendix A. These programs are aligned with current
DPI requirements for the Reading Teacher (1316) license and the administrative Reading Specialist (5017)
license.
The following courses comprise the program (new courses are indicated with an asterisk):
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
EDS 600*:
RDG 601:
RDG 602:
RDG 603:
RDG 701:
RDG 702*:
RDG 703*:
RDG 704:
RDG 705:
RDG 706:
RDG 707:
RDG 708* :
RDG 709* :
Research in Education (3)
Literacy and Language Development for Diverse Learners (3)
Reading & Literacy in the Content Area (3)
Literacy Assessment & Instruction (3)
Research Methods in Reading (3)
Critical Issues in Reading Difficulties (3)
Advanced Literacy Assessment and Instruction (3)
Literacy Practicum (1-­­3)
Children’s and Adolescent Literature (3)
Special Topics Seminar in Reading Education (3)
Master’s Thesis (3-­­6)
Guiding and Directing a School-­­Wide Reading/Literacy Program (3)
Administrative Portfolio for Reading Specialist Licensure (1)
Anticipated enrollment is 10-­­15 graduate students per semester once the program is in full implementation.
Program Objectives
The UW-­­La Crosse Graduate Reading Program is dedicated first and foremost to preparing graduate students
who serve communities, families, students, schools and fellow educators as leaders in literacy education.
Through preparation and experiences in developmental and exceptional literacy instruction and assessment,
educators who are students in the UW-­­La Crosse Graduate Reading Program develop their knowledge, skills,
and dispositions as classroom teachers of reading, as Title I or other Reading teachers, or as Reading Specialists
or Consultants/Coaches for schools and/or districts.
Graduates of the Reading Program at UW-­­La Crosse are prepared:
(1) to model current and authentic best practice in K-­­12 literacy education;
(2) to seek and identify current research-­­based strategies and resources;
(3) to provide services and support in literacy assessment, diagnosis, and evaluation;
(4) to remain accountable to constituent groups;
(5) and to advocate for students, families, and colleagues.
Student Learning Outcomes
UW-­­L’s Graduate Reading Program philosophy reflects the Standards for Reading Professionals of the
International Literacy Association (ILA) and the Interstate Teacher Assessment and Support Consortium
(InTASC) Standards of the Wisconsin Department of Public Instruction, and is based on current research and
best practice in the fields of literacy and reading.
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The specialized knowledge, skills, and dispositions emphasized in the Graduate Reading Program reflect the ILA
Standards for Reading Professionals (revised 2010). The categories of specialized knowledge, skills, and
dispositions addressed in the ILA standards are as follows:
●
●
●
●
●
●
Standard 1: Foundational Knowledge.
○ Candidates understand the theoretical and evidence-­­based foundations of reading and writing
processes and instruction.
Standard 2: Curriculum and Instruction
○ Candidates use instructional approaches, materials, and an integrated, comprehensive,
balanced curriculum to support student learning in reading and writing.
Standard 3: Assessment and Evaluation
○ Candidates use a variety of assessment tools and practices to plan and evaluate effective
reading and writing instruction.
Standard 4: Diversity
○ Candidates create and engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society.
Standard 5: Literate Environment
○ Candidates create a literate environment that fosters reading and writing by integrating
foundational knowledge, instructional practices, approaches and methods, curriculum
materials, and the appropriate use of assessments.
Standard 6: Professional Learning and Leadership
○ Candidates recognize the importance of, demonstrate, and facilitate professional learning and
leadership as a career-­­long effort and responsibility.
The need for the program
The previous Graduate Reading Program (face-­­to-­­face) was temporarily placed on hold in 2009 due to lack of
literacy faculty and the changing nature of instructional delivery methods. In addition, the previous Graduate
Reading Program (face-­­to-­­face) became outmoded in terms of meeting the needs and demands of schools and
reading professionals.
The new program aligns with the needs of reading professionals and learners in the 21st Century. Further, this
project, then, seeks to respond to a number of current educational reforms in literacy education:
● The Common Core State Standards (CCSS) emphasis on “literacy in all subject areas”
● Current high-­­stakes testing in literacy (e.g., Smarter Balanced)
● Increasingly diverse (culturally, linguistically) learners and texts
● New literacies (e.g., media, technologies, multimodal literacies)
● Increasing literacy demands for college and career readiness in a globalized economy
A Hanover Market survey deployed in 2014 to teachers and reading professionals in Wisconsin and neighboring
states revealed a strong interest in pursuing the reading teacher (1316), reading specialist (5017), and master’s
degree in literacy education. In addition, current literacy faculty at UW-­­L consistently receive inquiries (e.g.,
emails, phone calls, conversations with local teachers and administrators) about the possibility of UW-­­La
Crosse’s offering of graduate reading courses and certifications.
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Appendix A : Graduate Reading Program Options
Option 1:
Master of Science in Education -­­ Reading
(non-­­certification program)
30 credits minimum
19-­­21 core credits course work +
11-­­9 credits electives from Literacy or
TESOL courses
Core Courses in Educational Research:
EDS 600: Research in Education (3)
Core Courses in Literacy & Reading:
RDG 601: Literacy and Language
Development for Diverse
Learners (3)
RDG 602: Reading & Literacy in the
Content Area (3)
RDG 603: Literacy Assessment &
Instruction (3)
RDG 702: Critical Issues in Reading
Difficulties (3) (concurrent with
RDG 704)
RDG 704: Literacy Practicum (1-­­3)
RDG 705: Children’s and Adolescent
Literature (3)
Electives (to reach 30 credits total)
RDG 706: Special Topics Seminar in
Reading Education (3)
RDG 701: Research Methods in Reading
(3)
RDG 703: Advanced Literacy Assessment
and Instruction (3)
RDG 707: Master’s Thesis (3-­­6)
TSL 500: Program Models for Second
Language Acquisition (3)
Option 2:
Reading Teacher Certification (1316)
Program.
18 credits course work
Core Courses in Literacy & Reading:
Option 3 Courses
RDG 601 : Literacy and Language
Development for Diverse
Learners (3)
RDG 602: Reading & Literacy in the
Content Area (3)
RDG 603: Literacy Assessment &
Instruction (3)
RDG 702: Critical Issues in Reading
Difficulties (3) ) (concurrent
with RDG 704)
RDG 704: Literacy Practicum (3)
RDG 705: Children’s and Adolescent
Literature (3)
and
Option 3 :
Master of Science in Education -­­
Reading with Reading Teacher
Certification (1316)
30 credits minimum
27 credits course work +
3-­­6 credits thesis
Option 1 Core Courses
and
TSL 550: TESOL National/ International
Intern Program (1-­­2)
Additional Required Courses in
Educational Research:
TSL 563: Teaching English to Speakers of
Other Languages (TESOL) Methods (3)
RDG 701: Research Methods in
Reading (3)
RDG 703: Advanced Literacy
Assessment and
Instruction (3) (concurrent
with RDG 704)
RDG 707: Master’s Thesis (3-­­6
credits)
Comprehensive Exam (no credit) or
Master’s Thesis (3-­­6 credits) Required
Option 4:
Master of Science in Education -­­
Reading w/ Reading Teacher
(1316) & Reading Specialist (5017)
Certification
34 credits minimum
32 credits course work +
3-­­6 credits thesis +
1-­­credit administrative portfolio
Additional Required Courses in
Literacy Education and
Administration:
RDG 708: Guiding and Directing
a School-­­Wide
Reading/Literacy
Program (3)
RDG 709: Administrative
Portfolio for Reading
Specialist Licensure (1)
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Appendix B: Program Planners
MS Ed w/o certification
Introduction to Educational Research Literacy
and Language Development for Diverse Lea
Reading & Literacy in the Content Area Literacy
Assessment & Instruction
Research Methods in Reading
Critical Issues in Reading Difficulties Advanced
Literacy Assessment and Instruction Literacy
Practicum (credits)
Children’s and Adolescent Literature Special
Topics Seminar in Reading Education
Master's Thesis
Fall 1
EDS600
rners
Spring 1
Summer1
Fall 2
Spring 2
Summer 2
Fall 3
RDG601
RDG602
RDG603
RDG701
RDG702
RDG 704
RDG 703
RDG 704
RDG 705
RDG 706
RDG 707
Courses in red are possible electives
TESOL courses are also possible electives
MS Ed w/o certification
1316 certification w/o MS Ed
1316 certification w/ MS Ed
5017 certification w/MS Ed
1316 certification w/o MS Ed
Fall 1
Literacy and Language Development for Diverse Lea rners
Reading & Literacy in the Content Area Literacy
Assessment & Instruction
Spring 1
Summer1
Fall 2
Spring 2
Summer 2
Fall 3
RDG601
RDG602
RDG603
Critical Issues in Reading Difficulties Advanced
Literacy Assessment and Instruction Literacy
Practicum (credits)
Children’s and Adolescent Literature Special
Topics Seminar in Reading Education
Master's Thesis
RDG702
RDG 704 (3)
RDG 705
MS Ed w/o certification
1316 certification w/o MS Ed
1316 certification w/ MS Ed
5017 certification w/MS Ed
1316 certification w/ MS Ed
Introduction to Educational Research Literacy
and Language Development for Diverse Lea
Reading & Literacy in the Content Area Literacy
Assessment & Instruction
Research Methods in Reading
Critical Issues in Reading Difficulties Advanced
Literacy Assessment and Instruction Literacy
Practicum (credits)
Children’s and Adolescent Literature Special
Topics Seminar in Reading Education
Master's Thesis
Fall 1
EDS600
rners
Spring 1
Summer1
Fall 2
Spring 2
Summer 2
Fall 3
RDG601
RDG602
RDG603
RDG701
RDG702
RDG 704
RDG 703
RDG 704
RDG 705
RDG 706
RDG 707
MS Ed w/o certification
1316 certification w/o MS Ed
1316 certification w/ MS Ed
5017 certification w/MS Ed
5017 certification w/MS Ed
Fall 1
Introduction to Educational Research Literacy
EDS600
and Language Development for Diverse Lea
rners
Reading & Literacy in the Content Area Literacy
Assessment & Instruction
Research Methods in Reading
Critical Issues in Reading Difficulties Advanced
Literacy Assessment and Instruction Literacy
Practicum (credits)
Children’s and Adolescent Literature Special
Topics Seminar in Reading Education
Master's Thesis
Guiding and Directing a School-­­Wide Reading/Litera cy Program
Administrative Portfolio for Reading Specialist Licen sure
Spring 1
Summer1
Fall 2
Spring 2
Summer 2
Fall 3
RDG601
RDG602
RDG603
RDG701
RDG702
RDG 704
RDG 703
RDG 704
RDG 705
RDG 706
RDG 707
RDG 708
RDG 709
MS Ed w/o certification
1316 certification w/o MS Ed
1316 certification w/ MS Ed
5017 certification w/MS Ed
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ATTACHMENT B
UMBRELLA AND TOPICS COURSE GUIDELINES
APPROVED BY GRADUATE CURRICULUM COMMITTEE ON 4/7/2015
BACKGROUND
In the spring of this year, 2015, GCC began using the recently deployed curriculum inventory management (CIM)
system for collecting, reviewing, and acting on curricular proposals. During the transition from the paper-based LX
form handling process and the electronic CIM system, the registrar asked GCC to clarify the distinction between
topics courses and umbrella courses as well as clarify the workflow for GCC approval and offering courses under
these classifications.
DEFINITIONS
GCC is unaware of any formal definition of these terms and thus recommends that the following definitions be
used for purposes of GCC action and Registrar processing.



Regular Course. A course where the syllabus remains substantially unchanged across multiple offerings.
Topics course. A course such that the syllabus may change substantially across multiple offerings although
each offering falls under the same broad academic topic. None of the offerings are expected to become
separate regular courses.
Umbrella course. A course that allows departments to offer courses that are expected to become regular
courses after several offerings under the umbrella course number. Course offerings are distinct; having
substantially different academic topics.
WORKFLOW
All course-related changes requiring GCC approval must be submitted via the CIM system. When submitted for
approval, each course must indicate whether it is an umbrella course. Flagging courses as umbrella courses allows
the registrar to manage policies when courses are offered under that classification. Each course must also provide
a course title and course number.
When courses are offered, the following workflows are implemented.



Regular course. The section is scheduled and the course number and title are recorded on the student’s
transcript.
Topics course. The section is assigned a topic and a determination is made as to whether or not the topic
will appear on the student’s transcript. These actions are under the sole discretion of the offering
department.
Umbrella course. The section must undergo a formal approval process regulated by Faculty Senate policy.
Refer to Faculty Senate minutes of 9/9/93 and 1/23/96 for details.